문화융성과 국어교육 정책 -문화융성과 국어교육의 관계 지형 모색하기-

박인기 ( In Gee Park ) 한국어교육학회(구 한국국어교육연구학회) 2014 국어교육 Vol.0 No.144

This paper is aimed at discussing what reciprocity cultural prosperity and Korean language education have and what status cultural prosperity and Korean language education should pursue. Korean language education deals with the cultural contents directly and indirectly in its curriculum. It`s because people can naturally familiarize themselves with culture-related contents, such as norm, ideological value, tradition, institution, symbol, cultural asset, narrative, media living culture and art, etc through language life and literary text experience. Korean language education is the subject cultivating communicative competency. Communication has a close association with culture. The relationship between culture and communication has three dimensions. The three dimensions include the very 1) a dimension in which culture becomes the content of communication 2) a dimension in which culture becomes the form of communication 3) a dimension in which culture becomes a means of communication. By the way, Korean language education interrelates with these three dimensions. Accordingly, Korean language education must design with much more importance to 1) the ability to interpret, 2) ability to utilize genres, 3) media communication competence as a sender/addressee, etc. in order to foster learners` cultural competence. The Korean language education policy for cultural prosperity is required to intensify cultural education research & practice in both sides of Korean language education research and practice. Particularly, Korean language education policy is also required to reinforce educational contents which contribute to cultural communication between generations. In addition, it`s necessary that the same policy should cultivate the competency in putting language culture into practice in actual life by more enhancing the reciprocity between the three areas, language skill, grammar, and literature through the curriculum innovation. This means Korean language education should evolve ecologically. To achieve this, Korean language education has no choice but to expand its extension and to widen its possibility of fusing with other areas.

초,중등학교 국어과 평가의 실태와 개선 방안 ; 국어과 평가의 반성과 전망

박인기 ( In Gee Park ) 국어교육학회 2008 國語敎育學硏究 Vol.32 No.-

국어과 평가 논의에서 전제되어야 할 점은 국어과 평가가 교육 평가 일반론으로 환원되지 않는 국어과 평가의 특수성을 추구해야 한다는 점이다. 아울러 국어과 하위 영역 간의 공통성과 차별성을 살리는 평가 담론들이 지속적으로 마련되어야 한다는 점이다. 또 국어과 평가의 역할 위상을 학교 내에서뿐만 아니라 학교 밖으로도 확장해 나아가야 한다. 지난 반세기 동안 국어과 평가는 학문중심교육과정 하에서 규준지향평가(Norm-referenced evaluation)가 주조를 이루었다. 또한 표준화와 공식적 평가(Formal evaluation)의 양태가 국어과 평가의 전부인 것처럼 단조롭고 획일적이었다. 이후 국어사용과정과 기능에 초점을 두는 활동중심 평가가 강조되고, 이어서 학습자중심의 언어체험의 수행성과 탐구과정을 강조하는 비공식성이 강한 평가들이 주목을 받기 시작했다. 최근에는 다양한 문식성과 언어사용의 소통성을 강조하는 평가가 부각되고 있다. 국어과 평가는 1) 평가를 공학적 체제(engineering system)로 보려는 관점이 지배적이었고, 2) 언어수행에 대한 평가가 소극적이었으며, 3) 총괄평가(summative evaluation) 중심의 평가 관습에 지배되었고, 4) 수행평가 정착이 실패했으며, 5) 문학교육 평가의 답보가 두드러졌다. 이런 점이 국어과 평가의 결함으로 지적될 수 있다. 국어과 평가가 미래지향적으로 발전하기 위해서는 다음과 같은 노력이 요구된다. 1) 국가 수준의 국어 능력 평가 체제를 상시 체제로 마련해야 한다. 이를 통해서 각급학교 학생들의 국어 능력과 일반 국민의 국어능력을 종단 평가(縱斷平價)할 수 있는 체제를 갖추어야 한다. 2) 국어 수행 평가에 대한 다양한 배려가 필요하며, 평가 도구의 다양성을 확보해야 한다. 그러기 위해서는 국어사용 생태 변화를 반영하는 살아 있는 평가 자료들을 개발해야 한다. 3) 국어과 평가의 자료와 피드백 방식을 질적으로 풍요롭게 해야 한다. 이는 국어사용과 관련한 지식, 기능, 태도, 윤리 등 국어과 평가 요소의 통합을 지향해야 한다. 4) 문화적 리터러시에 대한 국어과 평가의 새로운 영역을 확충해야 한다. The matter to presuppose in discussion about evaluation in Korean subject is that it should pursue the peculiarity of Korean subject evaluation which is not restored to generalization of education evaluation. Furthermore, evaluation discourses that increase commonness and difference between subcategories of Korean subject should be provided continuously. Moreover, the role of evaluation in Korean subject should be expanded from inside to outside the school. The mainstream of evaluation in Korean subject has been norm-referenced evaluation under academic-oriented curriculum for the past half of a century. Moreover, the pattern was monotonous and uniform as if only standardized and formal evaluation were existed. However, activity-oriented evaluation that was focused on function of the process to use Korean were started to be empathized. And then, some informal evaluations that were focused on performance and exploration process of learner-oriented language experience were started to get attention. Recently, evaluations that emphasize diverse literacy and communication of language use become significant. Evaluation in Korean subject was 1) predominant with the perspective to see evaluation as an engineering system, 2) passive for evaluation language performance, 3) predominant with summative evaluation, 4) failed to settle performance assessment, and 5) evaluation on literature education was clearly standstill. These can be pointed out as defects of evaluation in Korean subject. Therefore, the following efforts are demanded for futuristic development of evaluation in Korean subject. 1) State level of Korean proficiency evaluation system should be established as regular system. So Korean proficiency of all the students of nation should be chronically evaluated with a system. 2) Diverse concerns on Korean performance evaluation are necessary, and the evaluation tool should be diversified. So Korean subject evaluation should pursue to integrate knowledge, function, attitude, and ethics. 3) Material of evaluation in Korean subject evaluation and feedback method should be plentiful with good quality. Living evaluation Material that reflects the change of Korean use mode are required. 4) Korean subject evaluation should establish a new field for cultural literacy.

문화연구의 교육적 기획과 접근

박인기(Park In Gee) 경인교육대학교 기전문화연구소 2003 기전문화연구 Vol.29-30 No.-

문화 연구는 교육과 불가분의 관련을 가진다. 문화는 교육의 중심 내용으로 인정되어 왔다. 문화는 학생을 이해하는 중요한 전경(前景) 또는 배경으로 작용한다. 삶과 의식의 토양 위에서 인간과 교육을 볼 수 있는 통로를 문화가 제공해 주기 때문이다. 교육대학교의 역할 정체성에 맞추어서 새롭게 조명해 보자는 것이 이 글의 목적이다. 문화를 학문으로 연구하는 문화인류학 이 20세기 중심 학문으로 자리 잡은 이래 문화를 보는 이론은 다양하게 발전되어 왔다. 문화생태학, 문화 해석학, 문화 기호론 그리고 현상학적 인류학 등의 관점은 문화 연구의 방법을 다양하게 만들었다. 20세기 이후 문화연구(cultural study)는 인문학적, 사회학적 맥락을 확대해 왔다. 따라서 문화연구는 학제적(學際的) 속성을 띠지 않을 수 없다. 문화연구는 비평적 창의(創意)를 포괄하는 학제적 연구 분야이다. 특히 역사, 철학, 사회학, 민속학, 언어학 문학 등이 학제적 연관을 강하게 가진다. 문화 연구는 그 결과가 바로 교육의 기획과 내용에 연계된다는 점에서 중요하다. 문화 현상의 맥락에 교육이 위치하고 교육 현상의 맥락에 문화가 놓여 있다. 이들 양자의 상호 작용이 이전에 비해서 훨씬 더 다양하고 밀도 있게 이루어지고 있다. 그런 점에서 교육에서 문화는 다음과 같은 의의를 가진다. 1) 문화의 교육적 기능 : 삶의 텍스트로서 문화/교육 텍스트로서의 문화 2) 문화적 리터러시(cultural literacy)의 중요성 3) 문화 교육의 가능성과 그 내용 구체화 4) 다원적 가치 현상 속에서 주체 기르기 5) 문화 이해를 통한 타자 이해 기전문화연구소의 연구 발전 전략 또한 이러한 문화 개념의 확장 및 역동성을 전제로 다음과 같은 연구 발전 방향 및 전략을 제안한다. 첫째, 교육과 문화의 상호성을 극대화하는 문화 연구 기획 둘째, 기존 연구의 해석학적 조명과 재개념화 노력 셋째, 일상적 삶을 문화 연구의 대상으로 삼기 전략 넷째, 문화 활용을 위한 기능적 연구 시도 다섯째, 문화 활용에 대한 비판적 연구 시도 여섯째, 연구 자료의 다양화 노력 일곱째, 연구 방법의 개방화 노력 The cultural study has an inseparable relation with education. The culture has been traditionally recognized as content of education. Culture works a kind of the foreground and the background in understanding the student. Because the cultural phenomena imply the channels to see through the life and the consciousness of the human and education. This study has a purpose to make it clear that how cultural study is performed in the university of education in accordance with its identity. Since anthropology occurred as a regime of scholarship in the 20th century, many a theories of culture have been developed. Various kinds of methodology of cultural study have derived from cultural ecology, cultural hermeneutics, cultural semiology, and phenomenal anthropology. The cultural study has enlarged its context with humanities and social science for the 20th century. Therefore the cultural study has an high level of interdisciplinary attribute containing the creativity of criticism, for example, history, philosophy, sociology, folklore, linguistics, and literature. The cultural study has a significance from the point of view that its results relate to the educational planning directly. The cultural phenomena and the educational phenomena interact dynamically. In this point of view the culture has much significance as followings. 1) Educational function of culture has enlarged : the culture as text of life and education 2) The importance of cultural literacy 3) The possibility of cultural education and its specify 4) Raising the children as subjective human being in the plural value system 5) Understanding others through the cultural education The Institute For Kyeongki Cultural Study should pay attention to the enlargement of concept of cultural study for its successful development. There are some effective strategies to development the Institute as followings. 1) The planning of cultural study that encourage the mutuality between the culture and the education. 2) The endeavor to reconceptualize and illuminate the established cultural study by the elder researchers in post-modern surroundings. 3) The strategy to establish an object of cultural study as the ordinary and daily life. 4) The enforcement of the study about the practical use of cultural contents. 5) The enforcement of the critical study about the practical use of cultural contents. 6) The diversification of the materials of critical study. 7) The pursuit of open methodology of critical study.

국어교육과 문화교육 ; 문화적 문식성의 국어교육적 재개념화

박인기 ( In Gee Park ) 국어교육학회 2002 國語敎育學硏究 Vol.15 No.-

신화적 서사의 해석과 교육적 활용

박인기(Park In Gee) 경인교육대학교 기전문화연구소 2004 기전문화연구 Vol.31 No.-

신화는 서사의 방식으로 존재한다. 신화적 서사는 신화의 속성을 일정 부분 지닌 서사물을 일컫는 것으로, 신화 텍스트의 개념을 확장한 것이다. 신화적 서사는 상징, 제의, 원형 등을 내포하며 반영의 총체성을 담는다. 신화의 가치가 형성되고 인식되는 층위는 다양하다. 신화는 궁극적으로 문화적 가치를 드러낸다. 대부분의 신화적 서사는 인간의 성장에 의미 있는 가치를 지닌다. 신화 자체도 발달과 쇠퇴의 흐름을 가진다. 이런 특성을 토대로 경기 인천 지역과 관련되는 신화적 서사의 해석과 그것의 교육적/문화적 적용에 대한 시사는 다음과 같다. 1. 비류 백제 시조 신화의 경우 ① 신화를 지역적 산물로 좁게 해석하지 말고, 고구려 시조 신화의 전체성 속에서 이해한다. ② 지역 주민에게 비류 백제에 대한 인식을 세대별로 파악하여 신화적 가치의 흐름을 안다. 2. 강도몽유록(江都夢遊錄)의 경우 ① 텍스트 내에서 강화도라는 지역 공간의 의미를 다양하게 해석해 본다. ② 지금 여기 의 강화도와 상호성을 살려가면서 텍스트를 다양하게 해석한다. 3. 바리공주(중서부 전승본)의 경우 ① 이 텍스트의 소통, 공유 방식을 폭넓게 파악하여 이 텍스트의 문화적 가치를 인식한다. ② 이 텍스트의 퇴조가 의미하는 지역 문화적 양상, 또는 문화 패러다임의 변화를 이해한다. Most of myths are in existence with narrative style. In this thesis mythological narrative is used in the meaning of extended myth text, and defined the narrative text that embraces mythological attribute internally. Mythological narrative involves symbol, ritual and archetype, and shows us the totality of reflectivity. The aspects that mythological value is composed are much various. And mythological value is recognized in diverse method. Most of mythological narrative endows meaningful value to help human development. Mythological narrative works in relation to cultural value ultimately. There is a certain stream of progress and decline in mythology itself. Some representative mythological narratives in Gyeong-gi and Incheon region have special features based on locality. And these mythological narratives give some suggestions in connection with the educational application as followings. 1. Bireu, the originator of Michuhol, myth ① To understand this myth in relation to totality of the foundation mythology of Koguryeo, not to treat this myth in explanation of regional episode simply. ② It is important to understand the stream of mythological value of this text through investigating cognition and attitude of the residents. 2. Kangdo-Mongyurok ① To actualize the historical/cultural meanings of Kanghwa-do through this text. ② To relate this narrative with now and here of Kanghwa-do. 3. Bari princess(middle-west version) ① To recognize cultural value of this text, through knowing the aspects of communication of this text among the residents. ② To understand the cultural paradigm that the declination of this text suggests.

화법의 교수,학습 방법 ; 화법 교수의 유효성과 미래적 가치 모색

박인기 ( In Gee Park ) 한국화법학회 2010 화법연구 Vol.0 No.16

학교 교육의 유목적성을 인정하면서도, 화법 교육의 효과에 대해서는 교실 밖 화법 경험의 유의미성을 더 강하게 인식하려는 경향이 있다. 화법의 경우는 국어교육의 다른 하위 영역에 비해서 유독 그러하다. 교실에서 이루어지는 화법 교수와 교실 밖 공간에서 이루어지는 화법 경험들 사이에 어떻게 상호성을 살릴 것인지 화법 교수자 들은 고민해야 한다. 화법을 가르쳐 온 교수 전통은 세 가지 양태로 되돌아 볼 수 있다. 첫째는 자세와 태도를 중심으로 가르쳐 온 흐름이고, 둘째는 스피치 형식을 중심으로 가르쳐 온 것이고, 셋째는 화법의 인지적 기능과 전략에 초점을 둔 교수이다. 이들 모두 반성적으로 극복해야 할 문제가 있다. 우리의 화법교육은 `화법의 방법`과 `화법의 방법의 교수 방법`이 동일 범주의 방법으로 혼재되어 있다. 이런 양태가 화법교육의 발전에 바람직한 것이라고 말하기는 어렵다. <화법 방법의 지도 방법>이<화법의 방법>에 대해서 상위 체계로 작동하는 구도를 구축해 나가야 한다. 우리의 화법 교수의 토양에는 이성적 문자언어를 전제로 하는 언어중심주의(logocentrism)가 있다. 말하기 현상이나 말하기 문화를 교육 내용의 중핵에 두었을 때 요구되는 교수 방법의 핵심은 음성 언어를 중심으로 역동적인 소통을 해내는 데 두어야 한다. 화법교육에서 제공되는 화법 경험은 기능과 기능들이 관계적이고, 연속적이고, 통합적인 양태로 제공되거나 조직되는 것이 이상적이다. 그렇게 될 때 문제해결적인 교수법의 적용도 용이해지고, 창의적 국어사용이라는 궁극의 목표도 기대할 수 있다. 앞으로는 화법교육에서 `말(또는 말하기)의 `문화적 자질`을 더 많이 반영해야 할 것이다. 현재의 화법교수는 이러한 `문화적 자질`을 가능하면 배제하고 있다. `문화적 자질`을 강조함으로써, 전략이나 기능을 제대로 습득시키고 실생활에 전이시킬 수 있고, 소통의 윤리성과 책무성을 높일 수 있다. 또 화법의 내용 못지않게 그것을 전달하는 모드도 중요하게 다룰 수 있다. 다양하고 실제적인 화법 상황을 반영하는 소위 상황장르들을 가르칠 필요가 있다. 이들 상황장르는 소통지향의 양식(communicative form) 이라 할 수 있는데, 화법교수의 방법을 더 풍성하게 구사할 수 있을것이다. 미래사회는 의사소통의 전달 모드의 다채로운 변이를 보일 것인데, 상황장르들은 미디어 공간에서 더욱 많이 생겨날 것이다. 화법교육은 사회교육 또는 평생교육 차원에서 더 많은 수요를 확장해 갈 수 있을 것이다. 이런 영역에서는 내용과 기능을 개발하고, 교수법을 특화함으로써 다른 평생교육 프로그램에 대한 비교 우위를 가지게 될 것이다. 끝으로 테크놀로지(Technology)와의 관계 재설정이 화법 교수의 중요한 전망과 전략으로 대두될 것이다. 화법 영역은 미래사회의 테크놀로지, 미디어, 공동체 문화, 음성언어의 변이와 적용 등을 민감하게 포착하고 전망할 수 있을 때, 교육적 수요와 화법 교수의 유효성을 사회일반으로부터 크게 인정받을 것이다. In regard to the effectiveness of speech education, there is a tendency to acknowledge the significance of the speech experience outside of the classroom more strongly although the objectives of school education is admitted. The case of speech area is particularly like this, compared to other sub-areas of Korean language arts. The speech teachers must be concerned about how to bring forth the interaction between the speech instruction in classrooms and speech experience outside the classrooms. The tradition of speech instruction can be looked upon on three forms. First is a flow of teaching based on postures and attitudes. Second is teaching based on speech forms. And third is a teaching focused on the cognitive functions and strategies. However, all three have problems that they need to overcome. In the speech education in Korea, the `speech manners(method of doing speech)` and `teaching methodologies for speech manners` are mixed as the method of the same scope. It is difficult to say that such an aspect is desirable for the speech education. A structure in which the [teaching methodologies for speech manners] operate as higher system for the [speech manners] must be established. Under the soil of Korean speech education, there lies the logocentrism which considers written language as a premise. The core of required teaching method when the speaking phenomena or speaking culture is kernel of educational contents of speech must be at a dynamic communication centered on oral language. It is ideal for the speech experience provided in the speech education to have its functions be provided in a relative, continuous and comprehensive form. Then, the application of a problem-solving teaching method of speech becomes easier and can expect an ultimate goal of creative use of Korean language. In the future `cultural feature` of `speaking` must be more reflected in the speech education. The current speech teaching does not include the `cultural feature` if possible. By emphasizing the `cultural feature`, strategies or functions can be fully acquired and transferred into the real life. Also, the ethics and sense of responsibility can be enhanced. In addition it can be possible to treat the communication mode of speech as important as the contents of speech. There is a need to teach a so-called `situation genre` which reflects various actual speech situations. Such situation genre can be said to be a communicative form. It is possible to have a command of more abundant methods of speech teaching. In the future, there will be many modifications to the communication modes. Thus, there will be more situation genres in the media space. The speech education can extend its demand in the perspective of social education or lifelong education. In these areas, by developing contents and functions and by specializing teaching methods, there will be a comparative advantage against other lifelong education programs. Lastly, a resetting a relationship with the technology and speech education will become an important forecast and strategy in the speech education. The speech field can only be largely acknowledged by the general society for its significance and educational demand when it sensitively captures and forecasts the technology, media, common culture, and change in the oral language of future society.

미래 핵심역량, 창의인성, 그리고 작문교육 글쓰기의 미래적 가치 -글쓰기의 미래적 효능과 글쓰기 교육의 양태(mode)-

박인기 ( In Gee Park ) 한국작문학회 2014 작문연구 Vol.0 No.20

Generally values of writing are accepted in three dimensions. They are values that help human development and cognitive excellency, enforces communication between individuals and societies, and contributes the social and cultural development of mankind. Educational value of writing should be considered more importantly and be extended. Writing education need to strengthen it`s pedagogical point in value of humanities beyond the functional skill. According to the new plan for school curriculum 2015 in Korea, ``core competency`` is accepted as strong point of new curriculum content. Core competency is worthy of note to emphasize as ``ability to practice for life``. In order to develop ``core competency`` through curriculum, demand of writing education will be expanded all the domain of life. In the future society more experts will have their intellectual influence by writing to the public to communicate as socio-cultural message sender. Also more influent interpretations and dialogues are necessary for the future society that consist of many different systems of value and multifactorial structures. Interpretations and dialogues between other systems of value will be performed in practice by the variety of writing Generally values of writing are accepted in three dimensions. They are values that help human development and cognitive excellency, enforces communication between individuals and societies, and contributes the social and cultural development of mankind. Educational value of writing should be considered more importantly and be extended. Writing education need to strengthen it`s pedagogical point in value of humanities beyond the functional skill. According to the new plan for school curriculum 2015 in Korea, ``core competency`` is accepted as strong point of new curriculum content. Core competency is worthy of note to emphasize as ``ability to practice for life``. In order to develop ``core competency`` through curriculum, demand of writing education will be expanded all the domain of life. In the future society more experts will have their intellectual influence by writing to the public to communicate as socio-cultural message sender. Also more influent interpretations and dialogues are necessary for the future society that consist of many different systems of value and multifactorial structures. Interpretations and dialogues between other systems of value will be performed in practice by the variety of writing

문화교육의 뿌리와 줄기 : 문학교육학의 이론 생성 토양 가꾸기

박인기 ( In Gee Park ) 한국문학교육학회 2012 문학교육학 Vol.38 No.-

Theorizing efforts required for completing literature education as one literary field have been lacking. It is because they were under a very heavy and strong influence of literature theories and also epistemology which escapes from traditional curriculum which identifies literature subjects as a scholarship is yet to be developed. It is safe to say that literature education has formed its identity on a practical level rather than on a theoretical level. The following efforts to develop a system of theories with an identity would be needed for literature education. First, efforts to seek philosophies of literature education and establish the philosophies as a basis of literature education have been in shortage. In this respect, there is a need for examining achievements of existing educationall philosophy from a perspective of a win-win between academic fields. The philosophies of literature education in the future must meet universal topics in life and reality and demands of the real life. Second, for establishing the theories of literature education, strategic ideas for communicating and combining the theories from other fields which directly or indirectly have interaction with literature education. The current literature education does not have much room for newly establishing ``a network of theory developing`` as ``literature``. Also it is also notable that for developing theories of literature education could later become the key content in social education in addition to the academic education. Third, there must be sustainable discourses for the research community of theories in literature education. There is an understanding that theories are only significant when they satisfactorily meet the reality but, there are research communities whose pure goal is in theories themselves. Indeed, this is on the basis that literature education can contribute to overall development in some way. The current literature education is focused too much on finding development tasks and therefore, it must reflect on the fact that theories are not leading the developments.

제8회 지방선거와 여성의 정치참여

김은경 한국여성정책연구원(구 한국여성개발원) 2022 한국여성정책연구원 세미나자료 Vol.2022 No.6

독서문화의 형성과 비평의 작용

박인기 ( In Gee Park ) 한국독서학회 2010 독서연구 Vol.0 No.24

“Reading culture” refers to the society`s general shared awareness and value system manifested in the consistent and continuous categories(literary works, publishing, reading activities, communicative reading, the textual change, textual canonization, and etc.) In reading culture, there is a visible and an invisible level. While the regulations related to reading, normative values, the contents of the current curriculum could be considered as the visible elements of the reading culture, invisible elements of the reading culture includes consciousness for reading, resistive values in reading, digital media space, and null curriculum related reading and etc. When the cultural studies have appeared as the practice-centered humanities research, criticism has changed, and the effects of criticism on the reading culture diverged as well. As the reading demand for non-literary texts is increasing while the reading tends to be consumed more widely in our daily lives, the barrier between digital content and reading is collapsing. Traditionally criticism has affected reading. It has strengthened the expertise of the reading activities, seeks the text-centered absoluteness and have apprentice relationship with the general readers. However, in the Post-modern era, the role of criticism has been transformed. The literary criticism functions in helping the merge and transfer of knowledge, opens the mutual contextual space to the readers and builds the communicative overtures between the critics and the readers. Currently in order to develop the reading culture in Korea, it faces a few questions. First, the researches examine the cultural hegemony in the reading cultural space and the reading criticism would be required. Second, the relationship between reading and mediums must be changed in the future-oriented and complementary direction. Third, how reading has been isolated from the society and education would have to be improved. Fourth, in order for the reading culture to diagnose and seek the direction for development, various reading standards must be developed and utilized. Firth, the reading community of various incidences has to be specifically formed. In order for the reading culture and criticism to develop with desirable reciprocity, a number of efforts would be needed. First the reading criticism based on reading expertise must be institutionalized. Second, the field of book review and meta-criticism are necessary. Third, the relation model between the criticism and the readers must be newly established. Fourth, the policies and institutions on a national level regarding the reading culture infrastructure must be prepared. Firth, the social issues internalizing the values of reading should be consistently shared by our society. Lastly, the reading in school would have to surpass the genre of reading, seeking the thesis-centered reading.